SPED 235: Seminar in Program Development and Induction
Introduction and Course Description: Supervised field experience with an emphasis on the
integration of applied research and theory into practice in special education. Candidates will
collaborate with university supervisor, and school district representative or support provider to
develop an individualized induction plan including professional goals. Participants reflect on
their preliminary teacher preparation and design an Individualized Induction Plan (IIP) with a
specific emphasis or area of interest detailing inquiry based methodology and reflective
practice. The IIP will include a clear action plan including dates, research, application, and
expected impact on teaching/student achievement. The IIP will be formally assessed in SPED
236 (Seminar in Advanced and Applied Pedagogy).
Spring
SPED 235
Units: 3
Time:
Location:
Website:
http://www.csufresno.edu/Kremen
California State University, Fresno
Instructor Name:
Office:
Email:
Telephone:
Office Hours: Arranged
Prerequisites: Preliminary Education Specialist Credential or Acceptance to Clear and/or
Masters Degree Program
Required Textbooks and Materials
Cook, G. B. & Tankersley, M. G. (2013). Research-based practices in special education. Upper
Saddle River, NJ: Pearson Education.
Candidates will be required to access Blackboard for syllabus, assignments, resources, etc. (The
University provides free email accounts to all students. Students may sign up for email online at
https://zimmer.csufresno.edu/csuf/index.html. Internet accounts are available for a fee at
http://www.fresno.com/cvonline/cvip.html.)
Examinations and Major Assignments
Development of Individualized Induction Plan (40 points) - Each candidate will complete an
Individualized Induction Plan (IIP) with a minimum of four professional development goals.
Goals should be related to improving candidate’s professional knowledge base and ultimately
to improving students’ success in the classroom. The candidate, the university advisor and the
employer's representative(s) work together to develop a professional credential induction plan
for the support and professional development of each beginning teacher. The Professional
Clear credential induction plan will include individual performance goals, specific strategies for
achieving those goals, establishes timelines, and document students' progress in meeting the
established goals. The curriculum for the university and non-university components of the
Education Specialist Credential program addresses the candidates' goals, builds upon the
foundation established in the Preliminary Education Specialist Credential program, and applies
conceptual knowledge to practice in ways that engage candidates in important issues of theory
and practice. Each candidate will participate in an evaluation session with support provider and
a university supervisor to review and agree upon goals identified in the IIP.
Development of Teacher Portfolio: (20 points) Each candidate in the Education Specialist
Credential Program at CSUF is required to develop an electronic portfolio. The development of
the Portfolio is an ongoing process throughout participation in the Professional Clear/ MA
Special Education Program at California State University, Fresno. The portfolio represents each
candidate's opportunity to highlight developing competencies in relation to the required Clear
CCTC standards, provides an opportunity to critically reflect on what they have learned through
course work and/or non-university activities, and serves as a way to document ongoing
professional development. For the Special Education Program at CSU Fresno, the Portfolio will
contain documentation of the candidate’s ability to perform the duties expected of a special
education teacher and will be used to evaluate candidate competence prior to
recommendation for an Education Specialist Professional Clear Credential in Special Education.
Required Portfolio Components will be posted on Blackboard.
Completion of FACT Modules (100 Points)
How is the FACT System structured?
The FACT System contains four performance-based, job-embedded modules (two modules will
be completed in the course) to support participating teachers as they teach. Through the use of
evidence collection and ongoing self-assessment, each module is designed to focus on the
California Standards for the Teaching Profession and the Induction Program Standards, while
incorporating the state-adopted Academic Content Standards for students. The modules are
described below.
Context for Teaching and Learning
In Context for Teaching and Learning, participating teachers learn about their teaching
environment by identifying challenges, investigating resources, and gathering information
about their students. With a support provider, participating teachers discuss prompts focused
on their classroom, school, district, and community. The information gathered guides classroom
decision-making and helps identify areas for professional growth.
This module spirals into levels of graduated depth and complexity. During Collecting and
Reviewing, participating teachers gather information about the students, families, school site,
district, and community. In Contextualizing and Extending, participating teachers consider the
contextual information gathered, and respond to deeper, more sophisticated questions about
differentiating instruction, embedding new knowledge, and working collaboratively. Each level
offers the opportunity to reflect upon this information and consider the implications for
effective teaching and student success.
Assessment of Teaching and Learning
The Assessment of Teaching and Learning Module provides participating teachers with the
opportunity to compare and contrast the processes and outcomes of the teacher preparation
program with those of the Induction Program. During this module, participating teachers
consider the knowledge and skills acquired during teacher preparation, their current context for
teaching, and evidence gathered by their support provider during a classroom observation. Selfassessments assist participating teachers in identifying strengths and areas for growth leading
to the development of the Individual Induction Plans (IIP) that are used in subsequent inquiries.
In addition, participating teachers and their support providers identify resources and support
needed to meet their professional growth goals.
Online Discussion Board (40 points)
You will be guided to respond to readings on research-based practices in special education,
specifically assessment and improving outcomes for targeted groups of learners. You will write
and post a chapter summary to your Learning Community (Blackboard Discussion Group). At
the end of your summary, you’ll post a ‘deep question’ to which your peers will respond. Then,
you’ll respond to the questions posed by each of your learning community members. There are
4 opportunities, each worth 10 points. **It is strongly recommended that you compose your
discussion board responses in Word. Guidelines and a summary template will be posted on
Blackboard.
Confidentiality. The privacy and identity of children and their families should be protected in all
written materials. Therefore, when writing about a child, the recommended language is, “For the
purpose of this paper, I will refer to the observed student as________(fictitious first name).
Study Expectations.
It is usually expected that students will spend approximately 2 hours of study time outside of
class for every one hour in class. Since this is a 3-unit class, you should expect to study an
average of 9 hours outside of class each week. Some students may need more outside study
time and some less.
For free tutoring on campus, contact the Learning Center (www.csufresno.edu/learningcenter)
in the Collection Level (basement level) of the Henry Madden Library. You can reach them by
phone at 278-3052.
Grading
1. The total points received on each assignment are recorded in the grade roster.
2. Grades are calculated by percentage (the total points received divided by the total points
possible).
3. Percentages: 100-90% = A; 89-80% = B; 79-70% = C, 69-60% = D; 59%-0 = F.
Primary Learning Outcomes
Induction Plan
The Education Specialist Candidate will:
• Develop an individualized program of studies (IIP), including university and nonuniversity or elective components, to foster development in relation to the standards
for advanced levels of knowledge and skill appropriate to mild/moderate and/or
moderate/severe disabilities. The IIP includes individual performance goals, outlines
specific strategies for achieving those goals, establishes timelines and documents the
beginning teacher's progress in meeting the established goals.
• Collaborate with support provider and university advisor to design an appropriate plan
and reflect periodically on progress in meeting the professional development goals
established in the Professional Clear professional credential induction plan.
• Develop an E- Portfolio to provide evidence of competency in required Professional
Clear standards in special education.
Pedagogy
The Education Specialist Candidate will:
• use and interpret student assessment data from multiple measures for entry level,
progress monitoring, and summative assessments of student academic performance to
inform instruction.
• plan and differentiate instruction using multi-tiered interventions as appropriate based
on the assessed individual, academic language and literacy, and diverse learning needs
of the full range of learners (e.g. struggling readers, students with special needs, English
learners, speakers of non-standard English, and advanced learners).
• create and maintain well-managed classrooms that foster students’ physical, cognitive,
emotional and social well-being.
• develop safe, inclusive, and healthy learning environments that promote respect, value
differences, and mediate conflicts according to state laws and local protocol.
• demonstrate use of technological resources and use available technology to assess,
plan, and deliver instruction so all students can learn.
• enable students to use technology to advance their learning. Local district technology
policies are followed by participating teachers when implementing strategies to
maximize student learning and awareness around privacy, security, and safety.
• demonstrate awareness of current research, issues and trends, evidence based practices
in the field re: social, academic and behavioral intervention, and current legal issues.
• utilize advanced level data-driven instruction.
• reflect on their preliminary teacher preparation and design a specific emphasis for their
induction based on their authorization and their employment assignment.
Universal Access: Equity for All Students
The Education Specialist candidate will:
• design and implement equitable and inclusive learning environments.
• maximize academic achievement for students from all ethnic, race, socio-economic,
cultural, academic, and linguistic or family background; gender, gender identity, and
sexual orientation; students with disabilities and advanced learners; and students with a
combination of special instructional needs.
• examine and strive to minimize bias in classrooms, schools and larger educational
systems using culturally responsive pedagogical practices.
• use a variety if resources (including technology-related tools, interpreters, etc.) to
collaborate and communicate with students, colleagues, resource personnel and
families to provide the full range of learners equitable access to the state-adopted
Academic Content Standards.
Universal Access: Equity for All Students – Teaching English Learners
The Education Specialist candidate will:
• adhere to legal and ethical obligations for teaching English Learners including the
identification, referral and re-designation processes.
• implement district policies regarding primary language support services for students.
• plan instruction for English Learners based on the students’ levels of proficiency and
literacy in English and primary language as assessed by multiple measures such as the
California English Language Development Test (CELDT), the California Standards Test
(CST), and local assessments.
• instruct English learners using adopted standards-aligned instructional materials.
Participating teachers differentiate instruction based upon their students’ primary
language and proficiency levels in English considering the students’ culture, level of
acculturation, and prior schooling.
Universal Access: Equity for all Students – Teaching Special Populations
The Education Specialist candidate will:
• To ensure academic achievement for special populations, candidates adhere to their
legal and ethical obligations relative to the full range of special populations (students
identified for special education, students with disabilities, advanced learners and
students with a combination of special instructional needs) including the identification
and referral process of students for special services.
• implement district policies regarding support services for special populations.
• communicate and collaborate with special services personnel to ensure that instruction
and support services for special populations are provided according to the students’
assessed levels of academic, behavioral and social needs.
• Based on assessed students needs, candidates provide accommodations and implement
modifications.
• recognize student’s strengths and needs, use positive behavioral support strategies, and
employ a strengths-based approach to meet the needs of all students, including the full
•
•
•
range of special populations.
instruct special populations using adopted standards-aligned instructional materials and
resources (e.g., varying curriculum depth and complexity, managing para-educators,
using assistive and other technologies).
demonstrate proficiency in teaching Special Populations through the context of
practices within the scope of special education service delivery at the site, district and
Special Education Local Planning Area (SELPA) levels and through collaboration,
consultation and co-teaching with general education teachers in the Least Restrictive
Environment.
Based on teaching assignment and the adopted language program instructional
model(s), candidates implement one or more of the components of English Language
Development (ELD): grade-level academic language instruction, ELD by proficiency level,
and/or content-based ELD.
Candidate Professional Dispositions
The faculty of the Kremen School of Education and Human Development foster the
development of the following candidate professional dispositions: Reflection, Critical Thinking,
Professional Ethics, Valuing Diversity, Collaboration, and Life-long Learning. Candidates will
increasingly reflect these dispositions in their work with students, families, and communities.
California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession represent, in a comprehensive manner,
the knowledge, skills, and abilities possessed by an accomplished teacher. The six teaching
standards are:
1. Engaging and Supporting All Students in Learning
2. Creating and Maintaining Effective Environments for Student Learning
3. Understanding and Organizing Subject Matter for Student Learning
4. Planning Instruction and Designing Learning Experiences for All Students
5. Assessing Students for Learning
6. Developing as a Professional Educator
Role of the University Supervisor
•
•
Collaborate with school district personnel to identify support providers for our
candidates. Support providers must have the necessary knowledge and skills of
mentoring to assist the candidate in development and implementation of IIP goals.
Provide intensive, individualized support and assistance to each candidate in the
development and successful implementation of IIP goals. This will include multiple onsite visits to evaluate candidates’ teaching and development and implementation of IIP
goals.
•
•
Collaborate with district and partner organizations’ to integrate induction plan activities
with professional development opportunities, and ongoing support of the candidate and
the program.
Facilitate on-site mid-term and final meetings with district support providers,
administrators and candidates to provide formative and summative feedback regarding
the candidates’ progress toward meeting program requirements.
Assignment and Examination Schedule
Assignment
Develop Induction Plan
Develop E-Portfolio
Context for Teaching and Learning Module
Assessment of Teaching and Learning Module
Online Discussion Board/Research Based
Practices in Special Education
Total
Points
40
20
50
50
40
200
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances. If
you are absent from class, it is your responsibility to check on announcements made while you
were absent.
Course Policies & Safety Issues
University Policies
Students with Disabilities:
Upon identifying themselves to the instructor and the university, students with disabilities will
receive reasonable accommodation for learning and evaluation. For more information, contact
Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
Honor Code:
“Members of the CSU Fresno academic community adhere to principles of academic integrity
and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is
used by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments
that “I have done my own work and have neither given nor received unauthorized assistance on
this work.” If you are going to use this statement, include it here.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or
deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts
also include assisting another student to do so. Typically, such acts occur in relation to
examinations. However, it is the intent of this definition that the term 'cheating' not be limited
to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property)
so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a
particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class
Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and
Regulations).
Computers: "At California State University, Fresno, computers and communications links to
remote resources are recognized as being integral to the education and research experience.
Every student is required to have his/her own computer or have other personal access to a
workstation (including a modem and a printer) with all the recommended software. The
minimum and recommended standards for the workstations and software, which may vary by
academic major, are updated periodically and are available from Information Technology
Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and
class assignments, students are presumed to have 24-hour access to a computer workstation
and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning
environment that respect for the rights of others seeking to learn, respect for the
professionalism of the instructor, and the general goals of academic freedom are maintained. ...
Differences of viewpoint or concerns should be expressed in terms which are supportive of the
learning process, creating an environment in which students and faculty may learn to reason
with clarity and compassion, to share of themselves without losing their identities, and to
develop and understanding of the community in which they live . . . Student conduct which
disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class."
Copyright Policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship,
or research. Other uses may require permission from the copyright holder. The user of this
work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you
familiarize yourself with copyright and fair use policies, the University encourages you to visit
its Copyright Web Page (http://csufresno.edu/library/information/copyright/).
Technology Innovations for Learning & Teaching (TILT) course web sites contain material
protected by copyrights held by the instructor, other individuals or institutions. Such material is
used for educational purposes in accord with copyright law and/or with permission given by the
owners of the original material. You may download one copy of the materials on any single
computer for non-commercial, personal, or educational purposes only, provided that you (1) do
not modify it, (2) use it only for the duration of this course, and (3) include both this notice and
any copyright notice originally included with the material. Beyond this use, no material from
the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted,
or distributed in any way without the permission of the original copyright holder. The
instructor assumes no responsibility for individuals who improperly use copyrighted material
placed on the web site.
University Policieshttp://www.csufresno.edu/academics/documents/RequiredSyllabusPolicyStatements.doc
SPED 235 | Spring 2013
COURSE OUTLINE
Seminar
Session
Topic
Session 1 Course Introduction;
Blackboard overview
Reading
Assignment
Course syllabi
FACT Modules
Support Providers
Placements
Session 2 Research-based Strategies 1. Strategies for Improving Student
for Improving Outcomes in
Outcomes in Emergent Reading:
Academics
Advances in the Field of Early Literacy
Instruction (J. Allor & S. Al Otaiba)
FACT: Context of Teaching
an Learning
2. Strategies for Improving Students’
Reading Fluency (B. Harn & D. Chard)
3. Using Collaborative Strategic Reading to
Improve Reading Comprehension (A.
Boardman, E. Swanson, J. Klingner, & S.
Vaughn)
4. Vocabulary Instruction for Students with
or At Risk for Learning Disabilities:
Promising Approaches for Learning
Words from Texts (J. Carlisle, C. Kenney,
& A.Vereb)
Read assigned book chapter
Post summary to Learning Community
Session 3 Research-based Strategies
for Improving Outcomes in
Academics
Read Summaries
Post Learning Community Peer Response
(Respond to all ‘Deep Questions’)
FACT: Context of Teaching
an Learning
FACT: Context for Teaching and Learning
(Forms A-1 – A-6)
*Meet with Learning
Community at scheduled
time
Session 4 Research-based Strategies 1. Strategies for Improving Student
for Improving Outcomes in
Outcomes in Mathematics’ Reasoning (A.
Jitendra & M.Montague)
Academics
FACT: Assessment of
Teaching and Learning
2. Strategies for Improving Student
Outcomes in Written Expression (L.
Mason, K. Harris, & S. Graham)
Read assigned book chapter
Post summary to Learning Community
FACT: Assessment of Teaching and Learning:
Pre-Observation Form (B-2)
Schedule site visit with University Supervisor
3. Strategies for Improving Content Area
Outcomes (B. K. Lenz & J. Bulgren)
4. Strategies for Improving Student
Outcomes in Co-Taught General
Education Classrooms (N. Zigmond, K.
Magiera, R. Simmons, & V. Volonino)
Session 5 Research-based Strategies
for Improving Outcomes in
Site
Academics
Visits
FACT: Assessment of
Teaching and Learning
Read Summaries
Post Learning Community Peer Response
(Respond to all ‘Deep Questions’)
FACT: Assessment of Teaching and Learning:
Site Visit (Form B-3)
Session 6 Research-based Strategies 1. Students with Disabilities and Academic
for Improving Outcomes in
Engagement: Classroom-based
Behavior
Interventions (K. S. Sutherland & S. A.
Wright)
FACT: Assessment of
Teaching and Learning
2. Strategies to Improve Compliance (C. A.
Davis & A. McLaughlin)
Read assigned book chapter
Post summary to Learning Community
FACT: Assessment of Teaching and Learning
Reflection (Form B-4)
3. Strategies for Decreasing Aggressive,
Coercive, Behavior: A Call for Preventive
Efforts (K. L. Lane, H. Walker, M.
Crnobori, R. Oliver, A.Bruhn, & W. P.
Oakes)
4. Research-based Practices for Social
Behavior: Spcial Skills Training,
Replacement Behavior Training, and
Positive Peer Reporting (F. M. Gresham,
L. Libster, & K. Menesses)
Session 7 Research-based Strategies
for Improving Outcomes in
Behavior
Read Summaries
Post Learning Community Peer Response
(Respond to all ‘Deep Questions’)
Seminar
Session
Topic
Session 8 FACT: Summary of
Teaching and Learning
*Meet with Learning
Community at scheduled
time
SPED 236: Research-based
Approaches to
Assessment
Reading
SPED 236 Students ONLY:
1. School-wide Prevention of Academic and
Behavioral Difficulties (M. Burns & S.
Scholin)
2. Data-Based Decision-Making in
Academics Using Curriculum-Based
Measurement (E. Lembke, D. Hampton,
& E. Hendricker)
3. Best Practices in Assessment for
Eligibility-Identification (B. Chiang, S.
Russ, & S. Skoning)
4. Parental Participation in Assessment and
IEP Development (K. G. Shepherd, M. F.
Giangreco, & B. G. Cook)
Assignment
SPED 236 Students:
Read assigned book chapter
Post summary to Learning Community
ALL STUDENTS:
FACT: Summary of Teaching and Learning:
Self-Assessments (E-2.5; E-2.6; E-2.6a; E2.6b; E-2.7)